This study examines the relationships among a variety of secondary/postsecondary experiences and activities and postsecondary students' musical independence (MI). The paper reports on the impact of 10 Performance Fundamentals (PFs) on the postsecondary student's MI as measured by Colwell's Musical Achievement Test 3 (MAT3) and Musical Achievement Test 4 (MAT4). The study also explores whether these skills have a positive impact on the student's level of MI and examines the percentage of impact the skills have either individually or collectively on the students' level of MI. The Instrumental College Survey-2 (ICS-2), Colwell's Music Achievement Test 3 (MAT3), and Colwell's Music Achievement Test 4 (MAT4) were administered to 354 instrumentalists in the bands at Ball State University, Florida State University, and Wichita State University. The instruments examined two general areas: general demographic data and student outcomes. The study concluded that: (1) phrasing and intonation are two of the primary "artistic" cornerstones in the student's MI development; (2) not every college musical activity or experience is a positive or edifying experience for music majors; (3) there is a very strong link between what is taught by the private teacher and what a student practices; and (4) the selection and use of statistical analysis has a large impact on the study's findings and conclusions. Extensive charts and graphs accompany the text. (EH)